Reference : Forging and Paving a Future: Immigrant Status and Academic Achievement in Luxembourg
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Sociology & social sciences
Migration and Inclusive Societies
http://hdl.handle.net/10993/40167
Forging and Paving a Future: Immigrant Status and Academic Achievement in Luxembourg
English
Rivas, Salvador mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
Reichel, Yanica mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
Krämer, Charlotte mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
Pit-Ten Cate, Ineke mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
Fischbach, Antoine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
21-Aug-2019
978-2-9569087-0-8
Yes
International
14th Conference of the European Sociological Association
20-08-2019 to 23-08-2019
European Sociological Association
Manchester
United Kingdom
[en] immigrant status ; educational achievement ; math proficiency ; language proficiency
[en] In the United States, much has been written about the upward or downward social mobility of the so-called, “New Second Generation”. In Europe, this topic has only recently begun to take shape; mostly in regard to the Netherlands, Germany, France and the UK. In the context of Luxembourg, however, there is very little literature on this topic even though nearly 50% of its population is now of immigrant status. Though small in geography and population, Luxembourg is a founding member of the E.U. and quite literally in the heart of continental Europe. It hosts a diverse set of immigrant groups, continuously attracting economic and some political immigrants, most notably from Italy, the former Yugoslavia and Portugal. Each of these groups arriving at a specific sociohistorical moment: Italians at the height of the steel industry, former Yugoslavians fleeing war, and Portuguese to meet construction and service industry needs. Consequently, Luxembourg is truly a multilingual and multicultural country that makes for a fascinating microcosm to test and explore existing theories of immigrant integration. Its context presents a unique opportunity to study and extrapolate from to anticipate the needs of immigrants elsewhere.
Using 2016 data from Luxembourg’s school monitoring programme (ÉpStan), we investigate existing and emerging differences in academic achievement among 1st, 2nd, and later generation immigrant groups in Luxembourg. We analyse math and language proficiencies (German and French) among a cohort of secondary school students (9th grade, N=6286). Preliminary results indicate clear generational differences. These are interpreted in relation to immigrant group characteristics and acculturation in Luxembourg. Implications for the new second generation in the European context will be discussed.
Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)
Researchers ; Professionals ; General public
http://hdl.handle.net/10993/40167

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